ACTIVITY 2

Report on the educational use of games.

This content talks about different techniques and study of games in class as the child can develop different skills through games in class.

Teacher evaluation of games in a classroom context

Methodology.

 The teachers recorded their experience using modified evaluation frameworks based on the TEEM frameworks for the evaluation of digital content. The emphasis throughout was on the potential of the game to support learning within a classroom context, to identify learning outcomes, and to highlight management issues. This last point ensured that data collection captured the context within which the game was used, and the task structure and management required to ensure the potential learning objectives were realized. This report is a summative analysis of all the teacher evaluation reports received.

The evaluators

 The teachers involved were all TEEM trained digital content evaluators, used to incorporating ICT into their teaching, and managing the use of computers in the classroom.

The games

The games selected for trial in the classroom were primarily of the simulation or quest-based genres. Some of these contained within them some arcade style games, often appearing randomly or as a reward for the successful completion of a task. Other game types (see page 8) were not identified as potentially appropriate for classroom use, even though they may have some broad educational benefits in an informal learning context.

Parents’ views on software usage

Methodology

 Each teacher evaluator was asked to identify two children from their class or group who would be prepared to use the computer game at home, and who would also carry out a short evaluation of the game and answer other questions about game use at home. The game was sent home with the children towards the end of the summer term, and children and often parents and siblings played with them and completed the evaluation form which they sent back to TEEM independently.

Learning outcomes valued by parents 85% of the parents evaluating games with their children believed that computer games contributed to learning as well as providing entertainment. Many acknowledged that the balance shifted with age, so that whilst games can be bought for younger children that directly contribute to the child’s spelling and maths skills, older children are more likely to value games directly for their entertainment value.

Analysis of pupil questionnaires

Where and when do they play? Most pupils play games at home, most frequently in their rooms. Key stage 2 pupils are more likely to play elsewhere in the house than older pupils. No more than 15% (KS 3 Girls) report playing at a friend’s house. Very few report playing games at school, with the only significant incidence at KS 2 where 12% of girls report playing. Not surprisingly games are played at weekends and after school. There is a tendency among girls to play games when they are bored or have nothing more interesting to do, whereas boys are more likely to play games as a first-choice activity.

Implications for successful computer game design for classroom use.

Providing pre-set scenarios Some of the games that combine a model building phase with simulations could offer pre-set scenarios that children could explore. These support the learning of the basic elements of game play without a long lead in for setting up the initial scenario. The pre-set scenarios might be used directly in the curriculum where they provide simulations which illustrate concepts relating to geographical, historical or business topics that are included within the curriculum. The learning that is traditionally part of the curriculum is then supported by running the simulation from a starting point and discussing the outcomes. Running these might illustrate concepts associated with sustainable development, running a successful business, or specific historical situations. Teachers could manage the use of these programs in the classroom if they could direct pupils to an existing scenario as a starting point for a learning activity, which might then develop into a task which built on or started a new scenario.